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EXAMINING TEACHERS’ USES OF INTERACTIVE DIAGRAMS IN SECONDARY MATHEMATICS INSTRUCTION

dc.contributor.advisorWalkoe, Janeten_US
dc.contributor.authorColeman, Thomasen_US
dc.date.accessioned2017-06-22T06:01:36Z
dc.date.available2017-06-22T06:01:36Z
dc.date.issued2017en_US
dc.identifierhttps://doi.org/10.13016/M2J28B
dc.identifier.urihttp://hdl.handle.net/1903/19387
dc.description.abstractThis is a study of secondary mathematics teachers’ use of a digitally enhanced educational technology called Interactive Diagrams (IDs). This study is concerned with the ways in which mathematics teachers use IDs as they plan and enact classroom activities involving this technology, as well as the factors that affect their ID use. Qualitative research methods were used to conduct this exploratory study focused on the practice of three teachers within a large urban school district. Using Remillard’s (2005) conceptualization of teacher-curriculum interactions allowed participants’ instructional practices to be situated within an environment affected by contextual, curricular, teacher, and student factors. Mediating factors within each of these areas were identified for the study participants using inductive coding techniques. Teachers’ intended and enacted uses of selected IDs were also analyzed using this research methodology. The results of this analysis are described, as well as implications for future practice and research.en_US
dc.language.isoenen_US
dc.titleEXAMINING TEACHERS’ USES OF INTERACTIVE DIAGRAMS IN SECONDARY MATHEMATICS INSTRUCTIONen_US
dc.typeDissertationen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.subject.pqcontrolledMathematics educationen_US
dc.subject.pquncontrolledInteractive Diagramsen_US
dc.subject.pquncontrolledSecondary Mathematicsen_US
dc.subject.pquncontrolledTeacher Curriculum Useen_US
dc.subject.pquncontrolledTechnologyen_US


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